Hostname: page-component-848d4c4894-m9kch Total loading time: 0 Render date: 2024-05-18T05:10:58.911Z Has data issue: false hasContentIssue false
  • English
  • Français

Harmony or Discord? Understanding children's valuations of a Sistema-inspired initiative

Published online by Cambridge University Press:  05 December 2017

Mark Rimmer
Mark Rimmer*
Affiliation:
School of Art, Media and American Studies, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJm.rimmer@uea.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

This article explores children's reflections on the value of their participation in In Harmony, a social and music education programme whose approach and philosophy derives from the Venezuelan ‘El Sistema’ (‘The System’) model. More specifically, through an analysis of participating children's accounts (n=111) and an exploration of the key patterns evident within children's attribution of value to their In Harmony participation, the article highlights a series of ways in which the initiative's approach to music and musical learning threaten to undermine its core aims.

Type
Research Article
Information
British Journal of Music Education , Volume 35 , Issue 1 , March 2018 , pp. 43 - 55
Check for updates
Copyright
Copyright © Cambridge University Press 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ALPERSON, P. (1991) What should one expect from a philosophy of music education? Journal of Aesthetic Education, 25 (3), 215–29.Google Scholar
ARTS COUNCIL ENGLAND (ACE) (2013) In Harmony. http://www.artscouncil.org.uk/funding/applyfunding/funding-programmes/harmony/ [Accessed 12 May 2014]Google Scholar
BAKER, G. (2013) ‘Researching El Sistema (2)’ https://geoffbakermusic.wordpress.com/el-sistema-olderposts/researching-el-sistema-2/ [Accessed 12 May 2014]Google Scholar
BAKER, G. (2014) El Sistema: Orchestrating Venezuela's Youth. Oxford: OUP.Google Scholar
BAKER, G. (2016) Editorial Introduction: El Sistema in critical perspective. Action, Criticism, and Theory for Music Education, 15 (1), 10–32.Google Scholar
BENNETT, T., SAVAGE, M., SILVA, E., WARDE, A., GAYO-CAL, M. & WRIGHT, D. (2009) Culture, Class, Distinction. London: Routledge.Google Scholar
BOAL–PALHEIROS, G. M. & HARGREAVES, D. J. (2001) Listening to music at home and at school. British Journal of Music Education, 18 (2), 103–18.Google Scholar
BOWMAN, W. (2005) Music education in nihilistic times. Educational Philosophy and Theory, 37 (1), 29–46CrossRefGoogle Scholar
CREECH, A., GONZALEZ-MORENO, P., LORENZINO, L. & WAITMAN, G. (2013) El Sistema and Sistema-Inspired Programmes: A Literature Review of Research, Evaluation, and Critical Debates. Sistema Global: San Diego, California.Google Scholar
CROSSICK, G. & KASZYNSKA, P. (2014) Under construction: Towards a framework for cultural value. Cultural Trends 23 (2), 120–131.Google Scholar
DEPARTMENT FOR CHILDREN, SCHOOLS AND FAMILIES (DCSF) (2008) Unprecedented investment in music education has the power to change children's lives. News Release 0121 issued by The Government News Network on 20 June.Google Scholar
DEPARTMENT FOR EDUCATION (DfE) (2011). Music Education in England - A Review by Darren Henley. London: DfE & DCMS.Google Scholar
DOBSON, N. (2016) Hatching plans: Pedagogy and discourse within an El Sistema-inspired program. Action, Criticism, and Theory for Music Education, 15 (1), 89–119.Google Scholar
ELLIOTT, D. (1995) Music Matters: A New Philosophy of Music Education. New York: Oxford University Press.Google Scholar
FOLKESTAD, G (2006) Formal and informal learning situations or practices vs formal and informal ways of learning, British Journal of Music Education, 23 (2), 135–145.Google Scholar
GREEN, L. (2006) Popular music education in and for itself, and for ‘other’ music: current research in the classroom. International Journal of Music Education, 24 (2), 101–118.Google Scholar
GREEN, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. London: Ashgate.Google Scholar
HALLAM, S. & CREECH, A (2010) Where Now? In Hallam, S. & Creech, A. (Eds.), Music Education in the 21st Century in the United Kingdom: Achievements, Analysis and Aspirations. London: Institute of Education.Google Scholar
HARLAND, J., KINDER, K., LORD, P., STOTT, A., SCHAGEN, I., HAYNES, J. et al. (2000) Arts Education in Secondary Schools: Effects and Effectiveness. Slough: NFER.Google Scholar
LAMONT, A., HARGREAVES, D. J., MARSHALL, N. A. & TARRANT, M. (2003) Young people's music in and out of school. British Journal of Music Education, 20 (3), 229–41.CrossRefGoogle Scholar
LAMONT, A. & MATON, K. (2008) Choosing music: Exploratory studies into the low uptake of music GCSE. British Journal of Music Education, 25 (3), 267–282.Google Scholar
LINES, D. K. (2005) (Ed.) Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning. Oxford: Blackwell.Google Scholar
LORD, P., SHARP, C., DAWSON, A., MEHTA, P., WHITE, R. & JEFFES, J. (2013) Evaluation of In Harmony: Year 1 Interim Report. Slough: NFER.Google Scholar
LORD, P., SHARP, C., MEHTA, P. & FEATHERSTONE, G. (2015) Evaluation of In Harmony, Year 2. Slough: NFER.Google Scholar
MILLS, J. (1994) Music in the national curriculum: The first year. British Journal of Music Education, 11 (3), 191–196.Google Scholar
MUSICAL FUTURES (2015) Music matters to our kids and is good for society. https://www.musicalfutures.org/ [Accessed July 15 2016]Google Scholar
REGELSKI, T. (2006) Reconnecting music education with society. Action, Criticism, and Theory for Music Education, 5 (2), http://act.maydaygroup.org/articles/Regelski5_2.pdfGoogle Scholar
REGELSKI, T. (2016) A Brief Introduction to a Philosophy of Music and Music Education as Social Praxis. Abingdon: Routledge.Google Scholar
ROSS, M. (1995) What's wrong with school music? British Journal of Music Education, 12, 185–201.Google Scholar
SAUNDERS, J. (2010) The Music Classroom: Pupils’ Experience and Engagement during Adolescence. Unpublished PhD thesis. University of London.Google Scholar
SISTEMA ENGLAND (2015) About. http://www.sistemaengland.org.uk/about/ [Accessed May 12 2015]Google Scholar
SISTEMA GLOBAL (2015) About Sistema Global. http://sistemaglobal.org/about/ [Accessed November 11 2016]Google Scholar
SHEPHERD, J. & VULLIAMY, G. (1994) The struggle for culture: A sociological case study of the development of a national music curriculum. British Journal of Sociology of Education, 15 (1), 27–40.CrossRefGoogle Scholar
SLOBODA, J. A. (2001) Emotion, functionality, and the everyday experience of music: Where does music education fit in? Music Education Research, 3 (2), 243–253.Google Scholar
SÖDERMAN, J. & FOLKESTAD, G. (2004) How hip-hop musicians learn: Strategies in informal creative music making. Music Education Research, 6 (3), 313–326.Google Scholar
SMALL, C. (1998) Musicking: The Meanings of Performing and Listening. Middletown, Connecticut: Wesleyan University Press.Google Scholar
SNELL, K, & SÖDERMAN, J. (2014) Hip-hop Within and Without the Academy. London: Lexington Books.Google Scholar
STALHAMMAR, B. (2000) The spaces of music and its foundation of values: Music teaching and young people's own music experience. International Journal of Music Education, 36 (1), 35–45.Google Scholar
VULLIAMY, G. (1978) Culture clash and school music: A sociological analysis. In Barton, L. & Meighan, R. (Eds), Sociological Interpretations of Schooling and Classrooms: A Reappraisal. Driffield: Nafferton.Google Scholar